“Hard Lives” in College

Justifying â€Å"Hard Lives† in College In the article â€Å"The Myth of Inferiority†, the author, Allan Culpepper, talks about people’s point of views about community college students. Unlike most universities or colleges, community college students are older, first generation students, work multiple jobs, and/or have to take care of dependents. Financial stability is the main issue community college students face. Yes, they do have â€Å"hard lives†, but does that justify for excessive absences, rewrite opportunities, and late papers? Hard lives† do not justify excessive absences; however, they do justify rewrite opportunities and late papers. â€Å"Hard lives† do not justify excessive absences simply because they will get too far behind and miss an excessive amount of notes. Along with Mr. Culpepper, â€Å"I have also found students who manage to complete a full load of classes successfully while working three jobs, caring for elderly, and coping with chronic illness†¦Ã¢â‚¬  (330). As in most universities or colleges, these students are already given a certain amount of days for absences.In most cases, six absences are allowed for the semester which is two and half weeks of class. If the students save these absences for emergencies, six absences are more than enough for one semester. Rewrite opportunities are justifiable for students having â€Å"hard lives†. Unlike students who have plenty of time to write papers, some students have long, late work hours. Therefore, these students are not capable of writing their papers to their full potential. Another reason it is justifiable is because some of them have dependents they need to take care of.This makes it hard to find time throughout the day to write their papers. Then again, Mr. Culpepper said, â€Å"many students choose community college for a variety of good reasons such as cost†¦ and flexible schedule† (330). With flexible schedule they do not have an excuse. Bringing in late papers is justifiable for students with â€Å"hard lives† to some extent. Unless students plan to be â€Å"sick†, they never know when they are going to actually be ill. Also, most community students have multiple jobs working many late hours.Since financial stability is their number one priority, they may need to work a double on school days; especially if they are low on financial income. This means they would not be able to go to class and turn in their papers on time. Under these circumstances, there should be an excuse to turn in late papers. â€Å"Student will be students, wherever they are. † (303). However, there should be a limit on the number of late papers you are able to turn in and the consequence of point deduction after so many days.There should be no excuse for excessive absences; however, there should be reasonable understanding for certain situations that are justifiable for rewrite opportunities and late papers. Agreeing with Mr. Culpepper, community college students should receive the same expectations as universities and private colleges. Mr. Culpepper said it best, â€Å"I have learned to maintain a high standard, expect students to meet them, and do whatever I can to help students meet those expectations† (331).Works Cited Culpepper, T. Allen. â€Å"The Myth of Inferiority. † The Norton Mix. Ed. Judy Sieg. New York: Norton, 2012. 327-332.

Indian Contract Act Essay

THE INDIAN CONTTRACT ACT, 1872 The Law of contract is that branch of Law, which determines the circumstances in which promises made by parties to contract shall be legally binding on them. Every one of us enters into a number of contracts from morning until night. Examples: 1) Buying Milk early in the morning. 2) Boarding BEST Bus 3) Borrowing Money from Friend 4) To see movie. 5) Purchasing goods from shops. This how we enter into contracts though we are not conscious of it .Therefore, it is most usual method of defining the give and take deal in a business transaction The law relating to the contract is contained in the INDIAN CONTRACT ACT, 1972. The principle of this law helps in settlement of disputes between the parties to the contract. The Indian Contract Act, 1872 deals only with promises which creates legal obligation. DEFINITION OF CONTRACT The word contract is derived from the â€Å"LATIN† term â€Å"CONTRACTUM† Meaning â€Å"DRAWN TOGETHER† This therefore denotes drawing together of two or more minds to form a common intention-giving rise to an agreement. Indian Definition A Contract is â€Å"an agreement† Enforceable by law {u/s 2(h)} By analysis of this definition we find that a contract consists of two elements 1) An Agreement 2) Enforceability by law Consent and free consent Consent: Generally speaking, the word consent means agreeing that something should happen. An agreement is valid only when it is the result of the free consent of all the parties to it. Consent means act of assenting to an offer. {S-13} defines consent as two or more person are said to consent when they agree upon the same thing in the same sense. Explanation: Consent therefore, requires unity of the mind. When parties agreed upon the same thing in the same sense, they have consensus ad idem. Consensus ad idem means agreement to this same thing. Real agreement to a contract by the both parties. If there no consent, there is no contract. Free consent Parties’ consenting upon the same thing in the same sense is not sufficient, consent means also be from {S-14} says Consent is said to be so caused when it would not have been given but for the existence of such coercion, undue, fraud or misrepresentation or mistake. {S-19} says a contract is void able at the option of the party whose consent was caused due to coercion, undue influence, fraud or misrepresentation or mistake. For example: A is forced to sign an agreement at the point of pistol. Here, A knows what he is signing but his consent is not free. In the following cases the consent of a person is NOT FREE. B. COERCION {S-15} When a person is compelled to enter into a contract by the use of force by the other party or under a threat, coercion is said to be employed. {S-15} Coercion is- a) The committing or threatening to commit any act forbidden by the Indian Penal Code, 1860 OR b) The unlawful detaining or threatening to detain any property to the prejudice of any person whatever, c) With the intention of causing any person to enter into an agreement. Explanation: It is immaterial whether the Indian Penal Code is or is not in force in the place where the coercion is employed. For example: A threatens to kills B, if he does not lend money C. B agrees to lend money to C. The agreement is entered into by coercion Case: Ranganayakamma vs. Alwar Setti: A Hindu widow was forced to adopt M under threat that her husband’s dead body will not be allowed to be removed by her husband’s relatives. The adoption was held to be voidable as having induced by coercion. It is important to note that coercion may proceed from anybody, even a person who is not a party to the contract. It may be  directed against anybody not necessarily the other contracting party. It includes physical compulsion, fear and even menace to the goods. [S-19]: When consent to an agreement is caused by coercion, fraud or misrepresentation the agreement is a contract voidable at the option of the party whose consent was so caused [S-72]: A person to whom has been paid or anything delivered under coercion or mistake must repay or return it. Case : T.G.M. Asad vs. Coffee Board Held – Coercion in [S-72] of this Act must be understood in the ‘ordinary sense’. It includes every kind of compulsion even if it does not measure upto definition in this section. UNDUE INFLUENCE [S-16] It is wrong pressure put on someone which prevents that person from acting independently .i.e. A party is compelled to enter into an agreement against his own will as a result of unfair persuasion by the other party. This happens when a special kind of relationship exists between the parties that a party is in a position to dominate the will of the other and because of such unfair influence, the other party is compelled to enter into an agreement against his will. This principle applies to very case where: a) The influence is acquired and abused. (b) Where confidence is respond and betrayed. {S-16(1)}: A contract is said to be induced by undue influence where the relation subsisting between the parties is such that one of the parties is in a position to dominate the will of the other and uses that position to obtain an unfair advantage over the other. A person deemed to be in a position to dominate the will of the other- (a) Where he holds real or apparent authority over the other For example: Master and servant. (b)Where he makes a contract with a person whose mental capacity is temporarily or permanently affected: Because of age, illness or mental or bodily distress S-16(2) For example: Doctor and Patient. Effect of undue influence: When the consent to the agreement is caused by undue influence, it is voidable at the option of the part whose consent so caused {S-19A}: Any such contract may be st aside. If the party has received benefit, then, upon such terms and condition as the court may seem just FRAUD (S-17) Misrepresentation of facts may be intentional or unintentional. ‘Intentional mispresentation is ‘fraud’, unintentional or ‘innocent’ representation is called a â€Å"mispresentation†. A statement of fact which one party makes in the course of negotiations with with a view to inducing the other party to enter into a contract is called a â€Å"representation†. According to (S-17) fraud MEANS and INCLUDES any of the following acts committed by a party to the contract or with his connivance, or by his agent with intent to deceive another or to induce a person to enter into the contract. (Connivance: see and ignore.) For example: { S-55} of Transfer of Property Act – the seller of an immovable property is bound to disclose to the buyer all material defects – failure to do so amounts to a fraud. Consequences of Fraud [S. 19]: A contract induced by a fraud is voidable at the option of the party defrauded. If the party does not avoid the contract, it will continue to be valid. The party defrauded has the following remedies: (a). he can rescind the contract within a reasonable time. However, if any innocent third party acquires an interest in the property for value then – he cannot rescind the contract. (Rescind – to cancel, to annul.) (b). he may ask for damages suffered because of non fulfillment of the contract.(Damages compensation). E. MISREPRESENTATION [S.18]: A representation is a statement or assertion made by 1 party to the other, before or at the time of the contract relating to it. If the assertion is untrue and the person making it believes it to be true, it is known as innocent representation. If it is done intentionally, it will be a fraud. For example: A while selling his mare to B, tells him that mare is perfectly sound. A genuinely believes the mare to be sound although he has no sufficient for the belief. Later on B discovers the mare to be unsound. The representation made by A misrepresentation. Definition of misrepresentation [S.18]: Misrepresentation MEANS & INCLUDES a) [S.18(1)] The positive assertion in a manner not warranted by the information of the person making it, of which is not true, though he believes it to be true. (b)S. 18(2)] Any breach of duty, which, without an intent to deceive, gains an advantage to the person committing, it, or anyone claiming under him, by misleading another to his prejudice or to the prejudice of anyone claiming under him. (c)Causing however innocently a party to an agreement to make a mistake as to the substance of the thing which is the subject matter of the agreement [S.18(3)]. Mistake of law: [S.21] A contract is not avoidable (valid) because it was caused by a mistake as to any law in force in India; But a mistake is to any law not in force in India has the same effect as a mistake of fact. (a). Mistake of law of the country (India): ] Where there is mistake of law of India, the contract is binding because everybody is supposed to the knowledge of his own law does not affect the contract. For Example: A and B make a contract on the erroneous belief that a particular debt is barred by the India aw of limitation. This is a VALID CONTRACT because mistake as to law of India does not affect the contract. The reason behind this is that a person is expected to know the law of his own country, and if he does not, he must suffer the consequences of such ignorance of law. (b). mistake of foreign law: (S.21} This is regarded as a question of fact and not of law. Because a person is not bound, in civil law, to know the law of a foreign country. Therefore if a person has entered into contract by making a mistake of law of a foreign country, the contract may e avoided. For example: A and B enter into contract in India based on an erroneous belief that a particular debt is barred by American law of limitation. The contract is void because the mistake is of the law of America i.e. a mistake of fact which makes a contract void {u/s-21}. Mistake of fact: Bilateral Mistake: {S.20} Definition: {S-20} When both parties to an agreement are under a mistake as to a matter of fact essential to the agreement, the agreement is void For this following condition must be fulfilled: 1) The mistake must be mutual: Both the parties should misunderstand each other. For example: A agreed to purchase B’s motor car which was lying in B’s garage. Unknown to both the parties, the car and garage were completely destroyed by a fire a day earlier. The agreement is void. (2). The mistake must relate to a matter of fact essential to the agreement: As to what facts are essential in an agreement will depend upon the nature of the promise in each case. The mistake, moreover, must relate to an existing fact. |||. Opinion: Explanation {S-20}: An erroneous opinion as to the value of at thing which forms the subject matter of an agreement is not be deemed a mistake as to a matter of fact. For example: A buys an article thinking it is worth rs.500,  actually it is worth rs.200. the agreement cannot be avoided on the ground of mistake. (1), physical impossibility: Case: Griffith vs. Brymer(1903) A contract for the hire of a room for witnessing the coronation procession of Edward VII was held to be void, because – unknown to the parties, the procession had already been cancelled. Unilateral mistake:{S-22} If the mistake is on the part of one person only, the contract is valid. When one of the parties to the contract is under a mistake as to the identity, quality or price of the subject matter of the contract. The mistake is unilateral mistake. {S-22} says a contract is not avoidable merely because it was caused by one of the parties to it being under a mistake as to a matter of fact Case: Smith vs. Hughes (1871): H bought oates from S, a sample of which had been shown to H. Erroneously H thought the oaters were old. The oates were however new. Held- H cannot avoid the contract For example: A buy an article thinking its worth rs 1000/- when it is worth ro 50/- A cannot avoid the contract REMDIES FOR MISTAKES [S-65 & 72] [S-65] says where an agreement is discovered to be void, OR where a  contract become void, any persons who has received any advantage under such an agreement OR contract is BOUND TO RESTORE it OR to make COMPENSATION for it to the person, from whom he has received it. FOR Example : A pays B rs. 1000? In consideration of B’s promising to marries to C. C is that at the time of promise. The agreement is void, but B must pay a rs.1000 Performance of contract: When contract need not to be performed a) substitute to new contract: if the parties to the contract agrees to substitute a new contract for it oar rescind alter it the original contract need not to be performed{S-62} b) Dispense the performance: If the promise dispenses with or remits holy or in part, the performance of promise made to him or Extends the time for such performance or accepts satisfaction for it, the contract need not be performed {S-63} (c) Voidable contract : When the void able contract is rescinded the other party need not perform his promise {S-64} Tender/offer of performance: The offer to perform is called the tender. Sometimes it so happens that a party who is bound to perform his promise under the contract is ready and wlling to perform but the other party to the contract does not accept the performance or is not willing to carry out his part of the promise. The rule is given in {S-38} Where a promisor has made an offer of performance to the promise, and the offer has not been accepted, the promise is not responsible for non performance, nor does he thereby lose his rights under a contract. Effect of refusal to perform: {S-39} When a party to a contract has refused to performed or disabled himself from performing the promise . The promise may put an end to the contract , unless he has shown his willingness to continue the contract by word or conduct.

English Property Law Essay Example | Topics and Well Written Essays - 750 words

English Property Law - Essay Example Intellectual property is also integral to property law. One of the reasons for the promulgation of the law is the need to create distinction between real property and personal property (Worthington 2000 92). Of course, one of the most important goals of those that promulgated the law is to ensure that the conflicts that arise on the ownership of property will be reduced as much as possible. One of the instances that can be used to truly certify that the English property system is more pragmatic than theoretical is the manner in which judges give judgement in cases, precisely those that pertain to property law. Instead of strictly following what the statutes say, most judges would rather rely on logic. Locke’s theory of property also seems to reiterate this point. This is because Locke begins his arguments my stating that, at inception, property was personal—meaning that there were no individual owners. However, the persistence of this state of thing will mean that no on e would be able to use land, for example, for individual or communal benefit. Locke recognizes that there is the need to create a system in which individuals can lay claim of ownership to what was hitherto communally owned (Tully 1980 34). This aspiration would be impossible if one desires to get the assent of every member of the community. It can only happen when individuals begin to exchange something in return for what they desire. At the very inception, it was their bodily sweat; later, it was valuable property; and finally it became money. The introduction of money meant that the yardstick for separating the wealthy from the poor had been established. By interpretation, one could assume either of these two opinions. First, one could conclude that the flexibility, rather than the rigidity, of the English property law has really helped to limit the level in which every Tom, Dick and Harry who is a capitalist would be able to turn personal property into real property. Secondly, on e may conclude, on the other hand, that flexibility of the English property law (which is best established in the practical sense) has helped to materialize the desire of the capitalist to convert most of what was formerly owned communally into real property. On the whole, one would discover that Locke’s property theory favours capitalism as against communalism. What Locke defends is that money can be the solution to all problems (Tully 1980 52). Even in England, this seems to be true because if anybody is rich enough to employ the services of a proficient lawyer, the case is close to being won already even before any judgment is pronounced. The lawyer would be able to also turn the odds to favour their client. The English property is very fluid in nature. Most lawyers, hence, take advantage of this. They have been able to make the English property law, which to an average person would appear as one of the most rigid laws ever, into one that has become very flexible (Worthing ton 2000 97). For instance, there is really no clear distinction between real and personal property again. This is because lawyers have been able to interchange them, through interpretation, to suit the demands of their case. What lawyers have been able to accomplish may not really be as a result of their ingenuity but as a result of the fact that the law itself has created the lapses. For example, normally, the English statute would recognise an estate owned by a family as

MHE507 - Bio-Terrorism, Module 3 - SLP, Bio-Terrorism preparedness and Essay

MHE507 - Bio-Terrorism, Module 3 - SLP, Bio-Terrorism preparedness and response - Essay Example Cases that involve air, however, are much harder to prevent, since air moves freely and unbarred anywhere. Since late 1992, a number of large, complex outbreaks have occurred in the United States. These include the epidemic of over 400,000 cases of waterborne cryptosporidiosis in Milwaukee, the outbreak of severe, unexplained acute respiratory disease now known as hantavirus pulmonary syndrome in the Spring of 1993, the nationwide foodborne salmonellosis outbreak caused by contaminated ice cream that accounted for an estimated 250,000 cases in the fall of 1994, and the increasing problems posed by antimicrobial-resistant organisms in community and health-care settings. Epidemics of plague in India, Ebola hemorrhagic fever in Central Africa, avian (H5N1) influenza in Hong Kong, Hendra virus infection in Australia, and Nipah virus infection recently in Malaysia and Singapore required an international response. During the hantavirus, plague, and Ebola investigations, concerns regarding the possibility of bioterrorism were raised early in the investigations, though these concerns were not su pported by subsequent findings. Attacks are intentionally created to threaten individuals, or the government, to surrender to the needs and conditions of the attackers. And with bioterrorism as the tool, nobody is safe; nobody can run away, and nobody can be excluded. Not even the government or other high officials are safe if bioterrorism tools are to be used against them. What does the government do about bioterrorism? And what should be really done? One question at the break of an attack is this: Should the case be isolated, or should the information be disseminated? During an attack, the government has two options: to isolate the case and work on it privately, or to let the public know about it. The first case is done to prevent massive panic, which can heighten the fear of the masses. However, in the second case, where the people are aware of

Exclusion Clauses in Business Contracts Essay Example | Topics and Well Written Essays - 1750 words

Exclusion Clauses in Business Contracts - Essay Example Certain warranties or guarantees may not actually be written into a contract, yet those contractual terms are implied by statute. For example, the Supply of Goods and Services Act of 1982 makes it clear that when a sale is made, there is an implied condition that the goods that have been supplied are of satisfactory quality. While most businesses are bound to the necessity of providing satisfactory quality of goods, they can protect themselves from very high levels of liability through exclusion clauses. An exclusion clause may be inserted into a contract in order to exclude one party’s liability for breach of contract or negligence . Taking into account the standard terms of a business contract, it must be noted that exclusion Clauses of the Company’s terms and conditions of sale needs to absolve it of any liability on the condition of the goods, such that it will be invalidated only if it is unreasonable. The validity of exclusion clauses has however, been upheld by the Courts in the case of dealing between businesses who are parties of equal bargaining power . Exclusion clauses have greater validity and will be enforced more strictly by the Courts in cases where ordinary consumers are involved . Filing a claim against a business, even if an exclusion clause is contained in a contract, could make it possible to invoke the provisions of the Unfair Contract Terms Act of 1977, which is only relevant in the case of ordinary customers and not for businesses.

Analyze formation of Canada's trade policy or environmental policies Essay

Analyze formation of Canada's trade policy or environmental policies with respect to domestic political and economic forces. Discuss the advantages and disadvantages - Essay Example The main advantage of environment regulation through command-and-control intervention is political support despite its inefficient features. It has high symbolic value for public that identifies prohibition with higher efficiency than taxing pollution discharge. It favors existing industries with political leverage and acts a barrier for new firms. Most importantly it identifies it as cost effective measures that would not pose charges directly to the public. It gives discretionary powers to the bureaucracy which is politically motivated. The exemptions from strict laws are used as tools for negotiation for political gains. The major disadvantage of the command-and-control measure is that it promotes inequality and inefficiency in the garb of perceived costs. It is also a short term policy that deters new firms to be innovative in effluent discharge. From the economists’ perspectives, effluent charges would remove disparity and would act as discouragement for high discharge of pollutants by industries at large. Its results could only be seen on long term basis, hence, it is not favored by political forces. (words:

Bussiness Communications Essay Example | Topics and Well Written Essays - 1000 words

Bussiness Communications - Essay Example The ones that have existed thus far have relied a great deal on the phenomenon attached with change and consistent upgrading of the needs as put forward by the business and its norms. Organization structure impacts the manner in which work is basically carried out. More than anything else it adheres to the different purposes of the discrete services and the related achievements with the passage of time. This brings to light the notion of discussing the structural basis of the organizations themselves. For starters, these organizations might not be that easy to understand at the very beginning. These can encompass a variety of different aspects, features and traditional mindsets which make up their structures. To start with, we see that an organization can either be formally aligned in its ways and means of doing things and different processes or the same might just be in a way informal in quite a few of its activities and tasks. The manner in which it runs across this paradigm is something that needs to be studied in depth before we reach further consensus on their purposes and the kind of achievements that they have had. The communication within an organization can flow in one of three ways or in all the three directions. This means that these three directions pave the way for the ease of communication and there are as such no barriers to arise from the whole equation. The first communication flow is from top to bottom, which means that the communication starts from the top management and goes down towards the middle and lower management. The second form could be the one that starts from the lower or middle management and goes up towards the top management. The third communication flow could be in the kind of peer to peer communication and interaction. This means that the employees and the workers at the same level communicate within their own capacities

The recruiting of new employees Essay Example | Topics and Well Written Essays - 2000 words

The recruiting of new employees - Essay Example The same applies to human resource planning. Human resource planning is an important aspect of any task in an organization including recruitment. Human resource planning is the act of considering all the aspect of the job in advance before starting the process of hiring. Human resource planning involves detailed analysis of the job. This will be in terms of the skills that will be required for the job, the experience that will be required, gender issue as far as the job is concerned and the age bracket. In light of the organization, human resource planning will looks into the objectives of the company in order to know the position of the company in regard to the job. (Iacovou, 2002) In planning, human resource management will look into the working structure of the company in order to know where the deficiency is. This is important as it avoids duplication of duties in the work. This means that the human resource management must know areas which require new employees. Other wise management cannot create a vacancy where there is no work to be done. A detailed analysis of the function to be perfume by the new employees is important since it makes work description easier for the management. There are other fine det... This also helps potential applicants to prepare themselves for interview on the job. Other information that the planning process must look into is the commencement of the job and the availability of the individual. It must also look into the financial position of the organization in light of the vacancy at hand and come up with a package for the job. However this is not a must and some companies will not indicate how much they are offering for the job. But the human resource management usually has a clear cut limit on the amount of salary that the company can offer for the job which sometimes is a subject of testing individuals in the interview. Hence human resource planning is essential in ensuring that the process of recruitment is smooth as it is guided by the plan. The plan must outline the first to the last step in the process. it ensures that this process can be taken over by any other person since it is already outlines. Human resource planning involves various stages. As has been mentioned the first stage in the recruitment process will be detailed analysis of the job in terms of the requirements of the job and any other aspect of the job. This analysis will then act as the guideline fro the process. After the initial planning, the subsequent stages will definitely under the plan and those who have been given the mandate to oversee its implementation. The planning process will also help the human resource department to decide whether it will take the recruitment process or if it will seek the services of a recruitment agency. It is also in this stage of planning where the management will decide whether it will recruit

The Evolution Of Macroeconomics in the UK Essay

The Evolution Of Macroeconomics in the UK - Essay Example According to Keynes the demand for the goods in the long run could be altered by the governments. The monetarists however argued otherwise. They criticized the long run and the short run objectives of the Keynesian model because they argued that problems like the inflationary expectations could result. According to the monetarists the Keynesian model was based on a lot of assumptions. They also argues over the rules and the discretion stating that the governments and the banks could make rules but in order to achieve the long run objectives the implementation was compulsory. This discretion was not that likely practically. They argued that discretion was necessary instead of the rules. Say’s law states that ‘the creation of one product immediately opens a vent for other products’. By this, Say wants to imply that the supply makes the demand for itself. This means that he argues that excess supply would result the demand to increase too so that the demand is ‘created’ for the supply. Keynes on the other hand believed that demand did not change all of a sudden. Rather it had to be managed by some practices. He criticized the law stating that the UK economy had been demand deficient during the war. Keynes also stated that if Say’s Law was to be true, then during the war the demand should have been created for the excess supply. On the contrary, what really had happened was that the demand had been deficient during the war. In the circular flow model, if the business sector does not produce anything, then the households do not earn any income. This is where Say’s law is reflected in the model. Keynes critique to this notion was that although the revenue earned by the production in the firms does end up as income for the households, this may not happen instantaneously. Households are likely to spend as much income as they have. In the 1940s the main change that had occurred in Britain was the switch to a market economy. The economy

EMS Recommendations Essay Example for Free

EMS Recommendations Essay In a profit-driven market, executive decisions are based on capital gain instead of long-term sustainability of the planet. Too many pollutions have killed the sea life in the oceans, the streams, the ground soil, the ozone, and all of these practices have poisoned the planet. Business leaders need to change their philosophy of sustainment through capital gain to sustainment through environmental sustainability and be a socially responsible company to stay competitive in todays market Riordan Manufacturing Inc. is a part of the Fortune 1000 enterprises and exceeds ISO 9000 standards giving them the ability to stay a competitor within the plastic manufacturing industry. Currently, Riordan employs 550 employees throughout their four plants in Michigan, California, Georgia and one in China making them a global company. Riordan supports key customers in the automotive parts industry and aircraft manufacturers fields and can customize their product to meet their customers needs. They emphasize six sigma because they understand the importance of asset utilization and the elimination of waste that slows operations. Top leadership requested internal audits on all four operations to identify the top three area needing sustainability process implementation. The first area of concern is the current process of disposing of waste from excess materials. The second area of concern is the label maker omitting high level of hazardous gases into the air. The third area identified is the internal audit is the wasted energy throughout the company. Looking into future sustainability efforts, Riordan Manufacturing will continue to identify ways to improve their long-term sustainability efforts by conducting business with environmental sustainability their determining factor to ensure their continued success. Introduction This assignment is the continuation of the EMS recommendations from week four. This assignment will address any anticipated barriers during the implantation phase, what implementation strategies used to put plan into action. The last step in the EMS process is determining what systematic  monitoring of sustainability methods used to monitor the progress and address issues not identified under the anticipated barriers phase. Anticipated barriers Implementing new technologies and practices will be difficult to achieve without some resistance. Creating a sustainable and energy efficient environment will difficult to streamline effectively without the support of the employees, as well as the shareholders. Reducing energy consumption may be the most difficult of the anticipated barriers. Utilizing more energy materials is necessary, but relying on employees to turn of tools, lights, and machinery between uses, will be a constant pursuit. (Shyi-Min Lu, Yih-Shiaw Huang, Jhy-Ming Lu, 2008) Other sustainable and environmental changes, such as the management of waste disposal and clean air efforts, may present some difficulty; however, installing proper ventilation systems, enforcing the use of chemical spillage traps, reusing chemicals when possible will improve the effort greatly. Reducing materials during the manufacturing process is another barrier that may be difficult to overcome. Enforcing new practices regarding the use of materials and monitoring the usage will be necessary (Acien, Molina, Fernandez, Magan, 2012). Implementation Strategies A strategic implementation is a process that puts plans and strategies into action to reach certain goals. The strategic plan is usually a written document that clearly lays out the plans for the business to their reach goals or objectives. The implementation is what makes the companys plans happen. A successful implementation plan will have a very visible leader; this leader can be anyone such as the Unit manager, SVP, VP, CFO, or even the CEO. It is their job to communicate the vision, excitement and behaviors necessary for the achievement. It is vital that the implementation have a strategic map, and this map will identify: finances, market, work environment, operations, sustainability, people and partners. The most common mistake in strategic implementation is not developing ownership of the process, lack of communication, and a plan that involves too much, and no way of tracking its progress are the common pitfalls. According to Wharton University Of Pennsylvania† (2014), the five best implementation  strategies are: Strategy Implementation Model: Equip your organization to adapt to execution success and change by developing a model of appropriate structures, objectives, controls, integration mechanisms, and incentives for implementing your strategy. Strategic Change: Understand the stages of implementation, forces for and against change, and ways to overcome resistance to change, and develop structures and tactics to implement change. Human Resources and Strategy Implementation: Integrate HR policies and talent management with strategy implementation needs. Strategy and Structure: Understand how strategy affects structure and how the choice of structure affects efficiency and effectiveness and the achievement of execution-related goals. Incentives and Controls: Discuss ways to motivate and control performance, including methods to achieve effective coordination. Systematic Monitoring of Sustainability Methods Necessary methods Team B recommends for monitoring Riordan sustainability include; a biannual check and post on the company website of financial data related to the sustainability plan. The purpose of this step will be to provide transparency among employees and the community so that any progress or lack of will be relayed company-wide. One month following the posting of these results, two representatives from each factory location, comprising the Riordan EMS committee, will attend an evaluation meeting. The purpose of this meeting is to evaluate the financial and environmental data compiled. The EMS committee will draft a report of real progress made and make suggestions to improve areas that are not performing well. Progress will be measured by financial results and compiled data from decreasing production waste during manufacturing. A final evaluation will examine air quality, and toxicity samples taken at each location, to ensure that improved ventilation and spillage reduction systems are improving the environment. If the system is found not performing to expectations; the committee will investigate why and recommend ways to improve these areas. Conclusion In conclusion, the areas covered in this assignment are the anticipated barriers, allowing team leaders to stay ahead of the game. The second step is identifying implementation strategies to put the plan on paper into action. The last step is assigning a systematic monitoring and improvement  methods to ensure follow through of the sustainability process improvement. References Shyi-Min Lu, , Yih-Shiaw Huang, Jhy-Ming Lu,. (2008, July). Planning an energy-conserving policy for Taiwan based on international examples of success. Energy Policy, 30(7), 2685–2693. Retrieved from http://www.sciencedirect.com.ezproxy.apollolibrary.com/science/article/pii/S0301421508001560Acien, F., Fernandez, J.M., Magan, J.J., Molina, E., (2012, February). Production cost of a real microalgae production plant and strategies to reduce it. Biotechnology Advances, 30(6), 1344–1353. Retrieved from http://av4kc7fg4g.search.serialssolutions.com.ezproxy.apollolibrary.comWharton University of Pennsylvania. (2014). Retrieved from http://executiveeducation.wharton.upenn.edu/for-individuals/all-programs/making-strategy-work-leading-effective-execution Fogelberg, K. (2010). Monitoring of Water and Sanitation Sustainability. International Journal of Social Ecology and Sustainable Development (IJSESD), 3(1), 73-86. doi:10.4018/jsesd.2010070106

Building Vocabulary With English Language Learners English Language Essay

Building Vocabulary With English Language Learners English Language Essay Abstract For my research I chose to focus on the vocabulary aspect of language acquisition. As I contemplated my current students and what I feel I most need to be able to do for them is to help them build vocabulary. The everyday language known as Basic Interpersonal Communicative Skills (BICS) (according to Jim Cummins) develops sooner and more easily than Cognitive Academic Language Proficiency (CALP), the academic language. This tells me that my students will pick up the structures of language and patterns of conversing incidentally (and at three years of age they are very receptive to it), but even most of my native English speakers have limited vocabularies due to their age and experiences. So it is my job to bolster their knowledge of the world and to give them the words to discuss it. Different speakers in online videos suggested strategies for building language and vocabulary. However, I wanted to focus more intensely on this as I prepare for the beginning of a new school year with all-new students. This paper addresses strategies that have proven successful in building vocabulary in English language learners, from read-alouds focusing on new vocabulary to activating prior knowledge and selecting leveled text. Vocabulary instruction can be explicit, or after a certain level is reached, it occurs incidentally as students read. There are many strategies to assist EESL Vocabulary is without a doubt a fundamental building block if a student is to be successful in the area of literacy. Yet this area is a major struggle for students who are new to the country or who have yet to master English. Teachers can teach strategies for decoding and can teach children to read, but without a strong vocabulary the spoken words will have little meaning to the student. Although many of these students possess a fluent oral vocabulary, many English as a second language (ESLs) struggle with achieving the reading level necessary to function at the appropriate grade level, (Wallace, 2007). Before students are able to read and comprehend text, they must have a large repertoire of words that they can read and understand. The minimum number of words needed for extensive reading to occur is believed to be somewhere around 3,000 to 5,000 words (Wallace, 2007). Contrastively, students learning to read in their primary language already know 5,000 to 7,000 words (Wallace, 2007) . This very obviously leaves a large gap between the words known by ESL students and EO students, making reading a much more difficult task for the former group. ESL students need both breadth and depth of words, as vocabulary knowledge is a strong predictor of reading comprehension. It also impacts listening comprehension (Wallace, 2007). In one study the Text Talk approach was used in a kindergarten classroom. Prior to the intervention there was a significant difference in the vocabulary knowledge of the English-only (EO) students as opposed to the English language learners. Using the Text Talk approach along with English as a Second Language (ESL) techniques such as visual illustrations and acting the words out, the English language learners were able to close the gap. Additional research has shown that specific vocabulary strategies have yielded similar gains for EO and ESL students (Manyak, 2009). Not only were significant gains made in vocabulary, smaller gains were made by both groups in the area of reading comprehension. Some might downplay the need for specific instruction in vocabulary, but studies show that students benefit from specific vocabulary instruction. For example, teachers should point out and help students become aware of cognates. Cognates are vocabulary items in two different languages that are similar both orthographically and semantically'(Wallace, 2007). To educators, it might seem quite obvious that words that look similar in another language could in fact have the same meaning, but studies have shown that emergent bilingual students noticed less than half the cognates in material they were presented (Manyak, 2009). Languages such as Spanish share many cognates with English, allowing for a large amount of transfer for students who know to look for them. Students would benefit from explicit instruction of even basic vocabulary using materials from Increasing Fluency with High Frequency Word Phrases. This includes using child-friendly definitions and giving examples of word usage. T hese Tier I words usually do not need to be taught to EO students, but ESL students may not know the words. Wallace suggests using pictures or other visual aids to support ESL students with these basic words (Wallace, 2007). Pictures are particularly suited to using with new nouns. Teachers can show pictures of both examples and non-examples (Swanson, 2007). Tran (2006) points out that Coady (1997) believed a group of 2,000 to 3,000 high-frequency words should be studied until they become sight words. This starts with the 220 Dolch words that cover very basic words. In addition to basic words, instruction should also cover some higher-level words, particularly those that are subject-matter specific and related to the content being covered (Cummins CALP). After Dolch words are master there is a General Service List of English Words (GSL) that can be used. It contains 2,000 high-frequency words which cover 87% of general text (Tran, 2006). GSL also gives information about the words relative frequency and the meaning of each entry. Since students must learn many more words than can be explicitly taught, it is also important that teachers give students strategies for inferring the meaning of words. Strategies for inferring include noticing cognates, explicit instruction in using context clues, and morphological analysis (Wallace, 2007). As with anything taught to ESL students, basic strategies can enhance presentation, such as slowing speech, using realia, simplifying speech, and using tools such as graphic organizers (Manyak, 2009). As with any classroom, it is important that the environment be a safe place for students to express ideas and speech (Swanson, 2007). Students should feel comfortable sharing without the fear of ridicule or criticism, which will keep the affective filter for students low. There are also vocabulary-specific programs such as Vocabulary Visits that Manyak suggests (Manyak, 2009). This approach is particularly effective for teaching younger students vocabulary. Making sure to review and reinforce new words is something that most teachers know to do, but might be need to be reminded to implement, especially when it comes to even more basic words that ESL students will need assistance in learning. Read-alouds should be followed with teacher-directed activities in language development. Due to limited time, student-directed activities are also importance (Wallace, 2007). Simplified reading materials are particularly beneficial to ESL students because they allow for repetition of high frequency words while limiting difficult vocabulary words (Tran, 2006). Because there are usually many different levels of text, it is easier to differentiate based on students abilities, with the best fit being a text that is slightly difficult; the text should be comprehensible to the student but just difficult enough that the student will have to put forth effort and can pick up some new vocabulary from it. The number of new words should be limited so students will not be overwhelmed by the sheer volume of them and can focus on making meaning of the new vocabulary presented. It is important that students see a new word repeatedly and have opportunities to read it, write it, and say it to increase the likelihood of the student remembering the word and being able to add it to their repertoire (Swanson, 2007). Research also supports the value of extensive reading, defined as both a large quantity of reading materials and also a focus on meaning as opposed to language. This can benefit students in the areas of developing sight vocabulary, general vocabulary and the knowledge of the target language (Tran, 2006). One technique for increasing word knowledge is the use of a word map (Swanson, 2007). A word map provides a definition of the new word, a synonym, an antonym, and either a picture or a sentence using the word. This allows the student to think about the new word in a variety of ways and to see how it can be used in a different context. As for the quantity of materials, Krashen considered students reading on their own superior to direct instruction, and other researchers found it to benefit spelling, grammar, and writing in addition to vocabulary. However, other researchers warn against expecting students to learn vocabulary incidentally until they have a base of about 3000-5000 words in their vocabulary. For that reason, Tran suggests that to best develop vocabulary students be given graded text or materials specifically written for ESL students. Shorter passages may be read in one sitting, or divided into shorter segments to be read over a number of sessions. As students reading comprehension improves, they can be given increasingly longer passages to read (Tran, 2006). Some research has shown intentional teaching of vocabulary strategies is more effective with older students, and is also more beneficial when it is interactive. Some ways to explicitly teach vocabulary involve word notebooks and dictionaries. Students can keep word notebooks or word cards. A word card consists of a new word along with notes on how to use that particular word. Notebooks can also be used for students to keep track of new words, like in a personal dictionary. Bilingualized dictionaries can also be very useful, providing a L1 translation, an L2 definition, and an example sentence in the L2. Students tend to remember words better when they are explained in their L1 as opposed to the L2 (Tran, 2006). However, teachers should steer clear of having students copy definitions out of the dictionary (Swanson, 2007). The teacher should also inform students that the dictionary is a tool for learning a words meaning, but not necessarily a valuable tool for students to regurgitate i n writing. When vocabulary activities are teacher-centered, teachers can teach words pertaining to the passage being read and give strategies for developing vocabulary and reading comprehension. When the activity is more learner-centered, the student should identify vocabulary needed the reading in question and try to learn the new words to gain understanding of the text (Tran, 2006). Related literacy activities such as listening to a song or a recording of the text, or watching a movie clip with subtitles and also aid in new vocabulary retention. Students can also be asked to summarize what they read, either orally or in writing. Teachers should also provide students with opportunities to read and write new words. Younger students would benefit from choral reading to give them a good model of the proper pronunciation. Older students may want to read the text multiple times. Teachers may want to explicitly point out differences between writing in the L1 and L2 (Swanson, 2007). These might be particularly beneficial to students when the writing system is close but not identical. For example, in Spanish the /h/ sound is written with a g or a j, but not with an h as in English. Keeping this in mind, when presenting text for ESL students to read, teachers should select text where there is the same letter-sound correlation as much as possible so it will be easier for reading. For example, in Spanish, most of the consonants have the same sounds, so students whose L1 is Spanish can easily decode many words in English. Teachers themselves need a strong understanding of language and how it works so they can make it acc essible to their students. Having a working linguistic knowledge of English will help teachers in pinpointing areas where ESL students might need specific instruction. New words can also be kept track of on a word wall, along with a definition of the word. Prior to reading a new text, teacher can also provide context by giving students a preview of the reading. The teacher can select material that will capture the students interest, and then ask a question to prompt discussion. Finally, the teacher can give an overview before the class begins the new reading material (Swanson, 2007). Students should also be taught to monitor their reading and keep track of what it is they do not know (Swanson, 2007). Swanson surmises that even young students know what it is they do not know, and teachers can assist beginning English speakers by asking them what words they would like to know. Teachers should keep in mind that idioms do not translate well across languages, and idiomatic speech must be explained to students or they will likely take the phrases literally and they will appear nonsensical. Drawing on students background knowledge as it relates to the literacy presented also helps students retain new vocabulary (Hickman, 2004). The vocabulary should be taught in the context of the literature and subject matter in which it will be used instead of as a separate vocabulary list. New vocabulary should be related to the content area being studied, and students benefit from semantic mapping and word family associations. Teachers might find themselves steering away from vocabulary that is more abstract and harder to visualize, but students need to be taught these words as well. Students understanding of vocabulary grows from in-depth discussion of new terms guided by the teacher. Text should be culturally relevant and easy for students to relate to so that new vocabulary can be incorporated in students minds (Hickman, 2004). Read-alouds can also be extremely constructive, especially if teachers make a conscious effort to highlight vocabulary and adhere to certain guidelines for instruction. Materials for read-alouds should be one to two grade-levels above what students can currently read. Reading books that are related thematically allow repeat exposure to new vocabulary and provide a basis from which students can generalize about words and gain a deeper understanding of the content being studied (Hickman, 2004). Based on studies of first-grade students, Hickman suggests a book be broken into three to five segments of 200-250 words each being read on successive days, with the entire selection being read the day after the final passage is completed. A smaller passage allows for the introduction of fewer new vocabulary words and allows the teacher time to delve into the meaning of the new words and to explore how they are used in the text. On the final day the teacher should review four or five challenging new vocabulary words to help solidify them in students brains. Word choice is vital, with research suggesting that Tier 2 words that can be used across content areas are good choices. These are the types of words that can often be seen in academic text and on assessments. Suggested questions to consider when selecting vocabulary are as follows: Will learning this word enable students to better discuss their own experiences because the word can be used with words the student already knows? Will this word lend itself to a deeper understanding of the content? (Hickman, 2004). The teacher can select three to four words from the reading selection and then write definitions from them in child-friendly terms. Before reads the text, the text, the teacher previews the material and gives the students the vocabulary words that are the focus, one at a time. The students repeat the word and the teacher gives a definition that is in line with the students knowledge of English and uses simple and familiar words. Then the teacher presents the word in its written form displayed on an index cards, and then moves on to the next new word. The teacher then instructs the students to listen for the key vocabulary words before reading the text straight through. After the read-aloud, students are encouraged to retell the text using the key vocabulary words. Students who are listening to verify the accuracy of information other students give with a simple thumbs-up / thumbs-down. First the teacher asks for an account of the text, and then asks an open-ended question, and then a n inferential one. After closing the discussion, the teacher rereads the text, asking students to listen for the featured vocabulary words and showing a thumbs-up when they hear one of them. If the students dont catch the new vocabulary word when the teacher reads it, the teacher should stop, point out that the key vocabulary was just read, and reread the text so students have a chance to notice it. When the students find a new words they are asked to repeat the word and explain its meaning. Then students can make their own sentences using the new vocabulary words. From there the teacher can extend what students know about those words and how they are used in the read-aloud. ESL students need an opportunity to discuss the story and related events in their own life. After finishing with the vocabulary instruction, the text should be summarized and the key take-away points relating to the content should be reiterated (Hickman, 2004). On the final day the entire text is reread and then students do follow- up activities such as acting out new vocabulary words or matching these words with their synonyms. For vocabulary instruction, there are many ways classroom teachers can assist ESL students. Teachers can use strategies such as speaking slower, using simpler words, and using pictures as aids. Focusing on cognates and deeper word meanings are also helpful. Everyday practices like read-alouds are also highly beneficial for ESL students. Research supports these and many other ways of helping our English language learners improve in the area of vocabulary.

Investigating Skill Acquisition :: Papers

Investigating Skill Acquisition The majority of sports require constant decision making. Once the brain as received information, made sense of it and organised the information a decision can be made. This decision will start a plan of action, and it is then vital that we make this decision as quickly as possible. the space between a stimulus being presented and the performers response to it is called reaction time. Reaction time is often overlooked and usually underestimated in the preparation process for athletes. What we usually refer to as ‘explosiveness’ is often actually great reaction time. In just about all sports you will find a constant series of reactions to auditory and visual cues. A players ability to respond quickly, properly and precisely to the information being sent is very important in determining their success in the sport. â€Å"Reaction time - the time between the first presentation of a stimulus and the performers reaction† Movement time - the time between the first reaction to the stimulus and the completion of movement Response time - the time from the presentation of the stimulus to the completion of the movement† (J Stafford-Brown, et al, 2003) Therefore Response Time = reaction time + movement time In order to be a skilled performer the ability to combine quick reactions with quick movements is vital in order to be able to respond to stimuli effectively. For example in 100m sprinting the most successful sprinter is going to be the one who exerts pressure onto the blocks by his feet after hearing the stimuli (starting gun) first and then moving his feet off the blocks first. this is because his quick combination of reaction and movement time has given him the quickest response time, from the moment he heard the starting gun to the moment both feet left the blocks. he is then going to have an advantage over his components because he will already be getting into his running stride while the rest of them are still responding.

The Women of Eleonora, Ligeia, Berenice, and Morella Essay -- Eleonora

The Women of Eleonora, Ligeia, Berenice, and Morella "Eleonora", "Ligeia", "Berenice", and "Morella" are all tales of beautiful women who die, but they are hardly the same story. They contain many of the same elements and activities, but their genius comes in the unique and sometimes subtle differences and intense endings.   Ã‚  Ã‚   In all of the stories we have a narrator who is involved with a woman whose beauty entrances him. Some of the qualities of these women overlap in their description, but each narrator admires a unique quality that becomes their obsession. The death and resurrection of these women causes mental and emotional strain on the part of the narrator.   Ã‚  Ã‚   Berenice is described as "agile, graceful and overflowing with energy" with "gorgeous yet fantastic beauty". Some of her physical characteristics included a high forehead and pale skin with "hollow temples" and curly hair. In this story the narrator is focused on Berenice's teeth. "But from the distorted chamber of my brain; had not, alas! departed, and would not be driven away, the white and ghastly spectrum of her teeth". Why the narrator chooses her teeth to obsess about is puzzling, perhaps they represent purity (Griffin) or they are special because they are the only things that did not change when she became ill. Ligeia is described as tall and slender with a "lofty pale forehead" and "skin rivaling the purest ivory". "In the beauty of face no maiden ever equaled her". The narrator notices the "gentle prominence of the regions above the temples" and her raven black tresses. But it is her "large eyes" that haunt him. Eleonora is given the characteristics of "bright e yes" and a "sweet voice". The narrator says, "The loveliness of Eleonora was that of... ...er intimate connection to nature?   Ã‚  Ã‚   Because all of these stories are told from male narrator's point of view we are only allowed to know these women as the narrators knew them. And whether by their own admission or by the style of their narrative voice all of the narrators' mental stability is brought into question. Will the reader accept the narrator's account or does Poe intentionally cast doubt on these men to let the reader know these women only exist in the minds of the narrators?   Ã‚  Ã‚   In all of these stories the women possess the narrators in life and in death. While Poe may appear to be recycling these women, they each have unique purposes and characteristics. The attention to detail and the intricacies that Poe weaves into his tales of these women  and the men in their lives, relying on the mysteries of the supernatural, makes these stories intense.   The Women of Eleonora, Ligeia, Berenice, and Morella Essay -- Eleonora The Women of Eleonora, Ligeia, Berenice, and Morella "Eleonora", "Ligeia", "Berenice", and "Morella" are all tales of beautiful women who die, but they are hardly the same story. They contain many of the same elements and activities, but their genius comes in the unique and sometimes subtle differences and intense endings.   Ã‚  Ã‚   In all of the stories we have a narrator who is involved with a woman whose beauty entrances him. Some of the qualities of these women overlap in their description, but each narrator admires a unique quality that becomes their obsession. The death and resurrection of these women causes mental and emotional strain on the part of the narrator.   Ã‚  Ã‚   Berenice is described as "agile, graceful and overflowing with energy" with "gorgeous yet fantastic beauty". Some of her physical characteristics included a high forehead and pale skin with "hollow temples" and curly hair. In this story the narrator is focused on Berenice's teeth. "But from the distorted chamber of my brain; had not, alas! departed, and would not be driven away, the white and ghastly spectrum of her teeth". Why the narrator chooses her teeth to obsess about is puzzling, perhaps they represent purity (Griffin) or they are special because they are the only things that did not change when she became ill. Ligeia is described as tall and slender with a "lofty pale forehead" and "skin rivaling the purest ivory". "In the beauty of face no maiden ever equaled her". The narrator notices the "gentle prominence of the regions above the temples" and her raven black tresses. But it is her "large eyes" that haunt him. Eleonora is given the characteristics of "bright e yes" and a "sweet voice". The narrator says, "The loveliness of Eleonora was that of... ...er intimate connection to nature?   Ã‚  Ã‚   Because all of these stories are told from male narrator's point of view we are only allowed to know these women as the narrators knew them. And whether by their own admission or by the style of their narrative voice all of the narrators' mental stability is brought into question. Will the reader accept the narrator's account or does Poe intentionally cast doubt on these men to let the reader know these women only exist in the minds of the narrators?   Ã‚  Ã‚   In all of these stories the women possess the narrators in life and in death. While Poe may appear to be recycling these women, they each have unique purposes and characteristics. The attention to detail and the intricacies that Poe weaves into his tales of these women  and the men in their lives, relying on the mysteries of the supernatural, makes these stories intense.  

Organic Food †Is It Worth Its Price? Essay

Organic farming began in the late 1940’s in the United States, and in recent years it has seen a dramatic increase in popularity (Rubin 1). The sales of organic food have been increasing by about 20 percent a year over the past decade (Marcus 1). That is over ten times the rate of their conventional counterparts (Harris 1). There are 10 million consumers of organic food in the United States, yet organic food represents only one percent of the nation’s food supply. This year organic food sales are expected to rise to six billion dollars (Rubin 1). So what is organic food? Organic food is that which are grown without hormones, pesticides, or synthetic fertilizers. Also, the soil in which organic food are grown must be â€Å"clean† for three years (Howe 4). Nearly 70 percent of the American public believes that the organic label on food products means they are safer to eat and better for the environment according to a survey by the National Center for Public Policy (Cummins 1). Organic farming does have its advantages: it conserves water and soil resources, recycles animal waste, releases fewer chemicals, improves soil fertility, promotes diversity of crops, and protects farm workers, livestock, and wildlife from potentially harmful pesticides (Rubin 4). But is organic food safer than conventional foods? Not only can organic food be contaminated with bacteria and pesticides, but also they are more expensive than conventional foods, yet do not offer a better nutritional value or significantly better taste. Sir John Krebs, a zoologist appointed to head the Food Standards Agency in the United Kingdom said that â€Å"people who bought organic food thinking it was safer or more nutritious were wasting their money† (Jones 1). Critics of organic farming claim that it is dangerous, environmentally damaging and, above all, incapable of feeding an overpopulated world because crop yields are lower than in conventional agriculture (Jones 2). If you are looking for health benefits from organic food, save your money. Organic food is not necessarily safer than conventional foods. Eileen White, owner of a health food store that sells organic products, says, â€Å"I can’t guarantee that organic food is safer than regular foods, but that is just a risk that some consumers are willing to take. † ABC’s â€Å"20-20† reported finding higher concentrations of bacteria on organic produce than on conventional produce (Tierney 1). Organic food can be contaminated with salmonella, Listeria, or E. coli. These microorganisms can cause illness and even death (Rubin 2). Also, since organic food is grown with manure, there is a greater risk of bacterial contamination. Animal waste is used as a fertilizer instead of synthetic chemicals on organic food, and this animal waste may contain dangerous bacteria (Tierney 1). Although the manure is composted to kill the bacteria, uncertified farmers may not always follow the proper procedure. Dean Cliver, a professor of food safety at the University of California at Davis, states: â€Å"We know that animals are shedding bacteria that can make people sick if the manure hasn’t been treated properly. Personally, if I knew something was grown with conventional chemical fertilizers, I would feel extra safe. But we don’t have any data to show that organic food is more or less safe† (Tierney 2). Many consumers buy organic food because they think that they are pesticide free, but this is not true. Organic farmers can use natural pesticides such as sulfur, copper, nicotine, and plant extracts (Rubin 2). Synthetic pesticides can also be found on organic food. Synthetic pesticides can be carried by wind, ground water, rain, or soil from other farms to organic farms and contaminate the organic food being grown there (Rubin 2). Eighty-nine to ninety percent of all pesticides drift from their point of application, which increases the risk of nearby areas being exposed (Howe 2). Also, synthetic pesticides used before may not have disappeared from the soil and therefore can contaminate organic crops (Rubin 2). Many people do not notice a significant difference in the taste of organic food and conventional foods. Some organic food taste very different as compared to conventional foods, like organic milk (White). Sue Gebo, author of â€Å"What’s Left to Eat? † explains: â€Å"studies do not show a significant taste difference between organic and conventional crops† (Rubin 3). U. S. News held a blind taste test to determine if organic food tasted better than conventional foods. Winter tomatoes, both organic and conventional, were equally tasteless. Conventional carrots and blueberry yogurt tasted better than their organic counterparts, but organic orange juice tasted better than conventional orange juice (Marcus 3). Agricultural Secretary Dan Glickman states that organic food is no more wholesome or nutritious than conventional foods (Marcus 1). Although organic food is almost completely free from synthetic chemicals found in synthetic foods, they are no richer in vitamins, antioxidants, and other nutrients. They are not less likely to make a person sick either (Marcus 2). The higher grocery price only buys a person peace of mind, not better nutrition. The cost of organic food can be 20 percent to 50 percent more than conventional foods due to limited supply, special handling, and required certification (Rubin 1). All organic food must be produced without synthetic pesticides and genetic engineering. The use of sewage sludge as fertilizer and irradiating food to preserve it will be banned also, as will hormones and antibiotics in organic meat and dairy products (Marcus 1). Not using these technologies makes organic farming more labor intensive, therefore making organic food more expensive. Organic food also has other disadvantages. One disadvantage is a short shelf life. Cereals, breads, nuts, seeds, and oils should be refrigerated. Also, meats cured without nitrates and nitrites should be frozen (Rubin 2). Organic farming also yields fewer crops because insects, weeds, and fungi often damage a larger portion of organic crops than conventionally grown crops (Howe 5). Finally, only about half of the states regulate organic food and little exists to stop organic farmers from labeling any food they wish as â€Å"organic† (Howe 4). Recently, the safety of conventional foods has been questioned. The use of pesticides supplies higher crop yields, reduces the cost and labor of farming, and produces relatively unblemished, visually appealing produce (Howe 3). However, some scientists think that pesticide residues in conventional foods could, over many years, raise the risk of cancer and other illnesses. Hard evidence of this is scarce (Marcus 1). Pesticides are only dangerous if they are present in toxic amounts. Our food supply is safe because the Environmental Protection Agency controls the levels of pesticides used (Rubin 2). A panel of the National Research Council concluded in 1996 that tiny levels of chemicals in the food supply are â€Å"unlikely to pose an appreciable cancer risk† (Tierney 2). A similar report released in the same year by the National Academy of Sciences stated that pesticides pose little risk to humans because they are consumed at such low levels (Rubin 2). The health benefits of eating fruits and vegetables such as lower rates of cancer, stroke, and other diseases far outweigh any potential risks. Still, the thought of pesticides on fruits and vegetables may still concern some consumers, so here are some ways to reduce exposure to pesticides. One should choose foods that are free of dirt, cuts, insect holes, decay, and mold. Also, selecting produce that has thick skins, husks, or hulls (like bananas, melons, and citrus fruits) reduces exposure to pesticides because the skins are harder to permeate. Before eating fruits and vegetables, they should be scrubbed using a hard produce brush and washed under cold water. Cooking or baking foods will also reduce pesticide residues, as will canning, freezing, or drying foods. Finally, one should eat a varied diet to reduce exposure to any single pesticide (Rubin 3). It is foolish for one to believe that just because a product is natural it is better than conventional products. E. coli and other microorganisms are natural too. Organic food is not any safer than conventional foods. They still can contain bacteria and pesticides, and are no more nutritious or delicious than conventional foods. Yet people are still willing to spend nearly twice as much on organic food. If one wants to buy foods that are more environmentally friendly, then organic food would be a good choice; but if one is looking for immediate health benefits, save your money. An apple is an apple, whether it is organic or not, and people should not have to pay twice as much for peace of mind.

Difference Between Single & Married People Essay

Today, there are a lot of significant numbers of people who are married and some are single. This has changed their lives and gives differences between their lives. In this essay, I am going to compare and contrast the differences between single people’s lives and married people’s lives in their lifestyle, companionship, and responsibility. Some things in life are going to be good, regardless of whether you are single or married, and some things will be the opposite. There are advantages and disadvantages to both. The two areas that differ in married and single life are compromise and sharing of possessions. Lifestyle is the first difference between single and married people’s lives. Single people have much more privacy in their life. They are not bothered by anybody in their home. Nobody will demand that they sleep late, not watch movies too much and so on. And, single people can live a free life too. They can spend their time with their friends anywhere and anytime they want. In contrast, married people are bothered by their partner. They have to take care of their children and their partner. They cannot live a free life. If they want to go out with their friends, they must get permission from their partner first before they go. Married people are busier compared to single people, because married people have to take care of their children and their partner, unlike single people who do not have children and partner. Companionship is the next difference between single and married people’s lives. A husband depends on his wife, and a wife depends on her husband. Support is easily achieved from their partners, parents and their children, unlike single people who do not depend on anybody in this world. They cannot trust anyone to share their secrets and other important parts of their life except their parents. Support can be achieved only from their parents and their friends. Read more:Â  Married vs Single Responsibility is the last difference between single and married people’s lives. Married people have to manage their money and expenses gently and economically every day. They are also responsible for raising their children and guiding their families. If they cannot guide their family in the right way, their family can be broken and maybe ruined their lives. Married people are also responsible for managing their time. They have to spend their time with their children, husband or wife every day. In contrast, people who remain single do not have a schedule, they do not have any children or partners to guide and they are less responsible with their money and daily expenses. In conclusion, lifestyle, companionship, and responsibility are the three main differences between single people and married people’s lives. So is single life comfort and married life pleasure? Some people prefer to be single, others prefer marriage. Although there are reasonable advantages to both lifestyles, both lifestyles can be equally rewarding.

“Chronicle of a Death Foretold” by Gabriel Garcia

â€Å"It is a truth universally acknowledged that a single man in possession of a good fortune must be in want of a wife† (Pride and Prejudice by Jane Austen) This essay will look at Gabriel Garcia's Chronicle of a Death Foretold and Mariama Ba's So Long a letter in relation to the topic ‘Social and Economic Status as a bane of women Empowerment'. Gabriel Garcia and Mariama Ba in their works have depicted women's eagerness for social and economic status to empower themselves. Women were shown to have gone as far as destroying their children's happiness for their own desires and satisfactions. For example a number of them have used their daughters by marrying them off to men in possession of a good fortune, regardless of what their daughters felt about the men. The women in the forefront who were in the lookout for social and economic status to empower themselves were Pura Vicario from Chronicle of a Death Foretold, Binetou's and Ramatoulaye's mothers and Aunty Nabou, from So Long a Letter. However there are a number of women which were portrayed differently, namely, Ramatoulaye and Aissatou in So Long a Letter, and Alberta Simonds in Chronicle of a Death Foretold. Women especially from especially lower class used their daughters as a mean of gaining social and economic status by marrying them off to wealthy men. Their views on their daughters' marriage entailed their own self-centeredness only. Pura Vicario for example in Chronicle of a Death Foretold forced her daughter, Angela Vicario, into marriage with San Bayardo, a very wealthy man; because she believed it would pull her out of poverty towards a more respectable upper class distinction. Angela was not only forced by her mother but also her sisters and when Angela told them that she does not love Bayardo, her mother silenced her by telling her that love can be learned too. â€Å"†¦her parents and her older sisters with their husbands, gathered together in the parlor, imposed on her the obligation to marry a man whom she had barely seen.† (Marquez 34) The twins stayed out of it saying that it looked to them like woman problems. That proves that it were the women in the family who were really concerned about Angela's marriage with Bayardo so that they could be empowered through gaining socio-economic status. However, their dreams of escaping from lower class and gaining socio-economic status came to an ultimate end when Bayardo returned her daughter after he found out that she was not a virgin. Pura saw her daughter's marriage with Bayardo as a golden chance to see herself better off socially and economically, which Pura lamented as they had missed it, all because of Angela who had premarital sex. Similarly, Binetou's mother in So Long a Letter also took advantage of her daughter Binetou. She quickly withdrew her daughter from studies to marry her off to Modou. In Modou she saw his wealth and believed that her daughter's marriage with Modou could empower her and uplift her socio-economic status. So, she also wanted to escape poverty and have socio-economic status as Daba, Ramatoulaye's daughter, described her â€Å"†¦her mother is a woman who wants so much to escape from mediocrity†¦Ã¢â‚¬  (Ba, 36) She was satisfied by Modou's wealth, he promised her a villa, monthly allowance, jewels and a future trip to Mecca. But she made it seem like as if she was worried for the welfare of her daughter and her happiness but her frantic thoughts and tense nerves surrounded herself. She reasoned that it was best if her daughter married a man who could guarantee her a good life. However, it was apparent that she did not really care about her daughter as she did not take into consideration how her daughter felt about Modou and she did not care about her daughter's education either. She saw her welfare in wealth and financial stability, a man twice the age of her daughter or a man with already twelve children did not matter to Binetou's mother. So, it was evident that Binetou's mother's intentions were not for her daughter's good but rather for her own desire to empower herself by gaining socio-economic status. Ramatoulaye's mother also seemed to desire social and economic status. She also in a way preferred her daughter Ramatoulaye to choose wealth over love. She did not like her daughter's choice of Modou amid knowing that they both loved each other; she wanted her to marry Dauda Dieng because of his higher socio-economic status as opposed to Modou, since he was a doctor. Similarly, Aunty Nabou wanted her son Mawdo to marry someone from the same caste to upkeep the family's status. She totally regretted his marriage to a goldsmith's daughter Aissatou. Aunty Nabou saw her son, a man of higher caste marrying a blacksmith daughter, as a humiliation to her and a stain to her generation. Therefore, she decided to bring her brother, Farba Diouf's daughter Young Nabou to marry her with her son. She educated Nabou before forcing Mawdo to marry her telling him that she will die of shame in the society if he did not accept, so Mawdo accepted. She did so because she wanted to preserve her socio-economic status which she felt was under threat when her son chose to marry outside and someone from a lower caste. So, Aunty Nabou to preserve her social class disregarded her son's happiness which laid in Aissatou because he truly loved her and she loved him. However, Aunty Nabou did not see this, she only saw her as a goldsmith's daughter and hence she saw her socio-ec onomic status as of more importance than her son's happiness. The only people who stood out differently were Ramatoulaye and Aissatou in So Long a Letter and Albarta Simonds in Chronicle of a Death Foretold. They were the only characters who knew the importance of love in marriage and had put love prior to wealth or socio-economic status. They knew that marriage should consist of love, financial stability, and happiness, rather than just financial stability or socio-economic status. Ramatoulaye despite being proposed to by a millionaire Dauda, she went on to marry Modou whom she loved as she said â€Å"†¦ I preferred the man in the eternal khaki suit.† (Ba, 16) So she married considered love as of more importance than wealth. She refused Dauda even after Modou's death. She too could have opted to marry Dauda and escaped mediocrity and financial burden. Also, she could have enjoyed a higher socio-economic status than before by marrying Dauda, but she did not do so because she did not love him and she knew that this act of her would destroy another woman's life; the woman who was already married to Dauda. Ramatoulaye, herself was cheated by her husband and therefore knew how it feels, so she did not want to Dauda's current wife to go through the same as she was. Aissatou was also one of the few who knew the importance of love and happiness in marriage and had put love prior to wealth and socio-economic status. She divorced her husband Mawdo and went away when he took a second wife, Young Nabou, which shows that she did not want to share her husband and could not bear to see her husband with another woman in her house. That showed the importance of, love, financial stability, and happiness as a whole in marriage to Aissatou rather than financial stability or socio-economic status alone. Alberta Simonds, Bayardo's mother is the only woman who is seen to be completely different. Alberta did not resist her son's marriage to Angela who was not only someone from outside their generation but also someone from a lower caste. So, unlike Aunty Nabou in Chronicle of a Death Foretold, Alberta did not see her son's marriage to Angela as a humiliation or threat to their social and economic status. Perhaps she was aware of son Bayardo's love for Angela and therefore she saw her as the right girl for him. In conclusion, it can be clearly seen social and economic status as a bane of women empowerment. Women sought of empowering themselves through social and economic status by marrying of their daughters to a man with good fortune. Their views on marriage of their daughters entailed their own self-centeredness as they were mainly concerned about their own selfish struggle and fears of financial stability and a secured future. Love was never a factor for the mothers in the marriage of their daughters; they did not care how their daughters' felt about the man. Mariama Ba and Gabriel Garcia show that those women strongly believed that a person's worthiness is not determined by personality or love but by wealth. The only importance they saw was financial stability and socio-economic status, unlike a few other characters that were aware of the importance of love, financial stability, and happiness as a whole.

Dr. Lindsay

The aims of this essay are to analyze Dr. Lindsay’s case study and to identify: (1) the educational roles that Dr. Lindsay held; (2) education, skills, requirements and settings for each type of role; and (3) what Dr. Lindsay could have done to be more successful in these settings. Throughout her life career, Dr. Lindsay held a variety of educational roles in different settings. These roles and settings can be generally grouped into three broad categories: (1) teaching in academia; (2) teaching in healthcare settings; and (3) delivering on-the-job education and training. The first educational role Dr. Lindsay held was to educate the employees of an agricultural company about chemical hazards and blood-borne pathogens. This type of job can classified as on-the-job education and training. While Dr. Lindsay possessed necessary qualifications and had good command of the information she had to deliver, she lacked skills in conveying this information and formulating effective teaching methodology. In order to be more successful in settings like those, one should be able to identify and adjust to audience’s diverse learning needs. It is also of paramount importance to assess audience’s readiness to learn prior to the commencement of the course. Since different learning needs dictate different learning style, each part of the audience should be presented with information in an engaging way that is relevant to their background, experience, and expectations from the learning process. Dr. Lindsay was able to make useful conclusions from the feedback she received, and effective organization of evaluation process as well as implementation of its results are two powerful tools of improving nursing education (Gaberson & Oermann, 2005; O'Connor, 2006). The second educational role Dr. Lindsay asserted was in academia, as allied health coordinator and nursing instructor at Wheatland Community College. In those settings, a prerequisite to success is the combination of organizational skills with deep knowledge of the scholarship of teaching. Dr. Lindsay felts that her qualifications were insufficient and decided to pursue a Master degree in nursing education. She successfully underwent all the three phases of reflective self-study, namely assessment, implementation, and dissemination (Drevdahl et. al., 2002). The next educational role Dr. Lindsay held was associated with delivering a course for nurses working in nursing homes. It was more practice-oriented yet still rested within the field of academia. While Dr. Lindsay’s qualifications were sufficient enough to teach it at an appropriate level, she had little autonomy to redesign the course with a view to making it more effective, since it was created by the state and had to follow specified curriculum and teaching guidelines. In order to be more successful in the settings like those, one should either pressure the superiors to reconsider the structure and content of the course — since, as Iwasiw (2005) argues, effective curriculum design is what makes nursing educational relevant to students — or combine the presentation of the formal content with experimenting with teaching methods and styles. As Stull & Lantz (2005) argue, effective nursing scholarship encompasses independent research into different teaching methods and techniques as well as keeping up to date with the development of the body of scientific knowledge on the subject of nursing. The next educational role of Dr. Lindsay was teaching staff development classes as a staff educator. In those settings, she turned out to lack administrative skills rather than educational qualifications. A good educator should be able to organize the learning process effectively both from academic and technical side. The next role Dr. Lindsay asserted was the one in healthcare settings as a nurse educator in a local WIC clinic. Despite her abundant experience and expertise in nursing education, she failed to identify learning needs of her diverse audiences, ranging from mothers who didn’t know how to make formula to the certified staff physicians. It was also excessive administrative workload that prevented her from succeeding in this position. Under that scenario, the most feasible way of solving the crisis would have been to delegate some part of her responsibilities to subordinates and focus on her core functions as a nurse educator. In the position of a nurse instructor at Carmel College Dr. Lindsay had to act as a clinical instructor, lecturer, and with a member of the committee that assessed the whole nursing program. However, in the position like this Dr. Lindsay had to acquire some additional technical qualifications, like HTML use. In addition, she had to grapple with problems of ethical character, like student plagiarizing papers. Another Dr. Lindsay’s position in academia was an assistant professor at Western State College. This position implied not only mastering her teaching techniques and effectively addressing diverse learning needs of the college attendees but also academic work like research and publishing. In other words, she had to posses not only ‘Scholarship of Practice’ and ‘Scholarship of Teaching’ but also ‘Scholarship of Discovery’ and ‘Scholarship of Integration’ (AACN, 1999). However, in order to master all these skills at a more quality level, there are certain practical steps to be taken. As Pape (2000) suggests, Scholarship of Practice can be mastered by attending seminars, workshops, and professional meetings; Scholarship of Teaching can be enhanced by community teaching; Scholarship of Discovery’ can be developed by quality improvement efforts; and Scholarship of Integration can be advanced by multidisciplinary work. And these are only singular examples of the methods that can be employed to mater these skills. Since developing research skills are a requirement for such a position, she had to pursue her PhD degree. As an associate professor at Champion University, Dr. Lindsay took a different approach to teaching, since she was working with graduate students whom she perceived as her colleagues. At Champion University, she also engaged in mentoring, which required mastering her interpersonal skills along with her academic scholarship. References AACN. (March 1999). Position  statement  on defining scholarship for the discipline of nursing. Retrieved October 3, 2007, from http://www.aacn.nche.edu/Publications/positions/scholar.htm Drevdahl, D.J., Stackman, R.W., Purdy, J.M., ; Louie, B.Y. (September 2002). Merging reflective inquiry and self-study as a framework for enhancing the scholarship of teaching. Journal of Nursing Education 41(9): 413-420. Gaberson, K.B., ; Oermann, M.H. (2005). Evaluation And Testing in Nursing Education, 2nd ed. New York: Springer Publishing Company. Iwasiw, C. (2005). Curriculum Development in Nursing Education. Boston: Jones and Bartlett Publishers, Inc. O'Connor, A.B. (2006). Clinical Instruction And Evaluation: A Teaching Resource. Boston: Jones and Bartlett Publishers, Inc. Pape, T. (2000). Boyer’s model of scholarly nursing applied to professional development. AORN Journal 71:   995, 997–999, 1001, 1003. Stull, A., & Lantz, C. (2005). An innovative model for nursing scholarship. Journal of Nursing Education 44(11): 493–497.   

Mrs. Thomas: Holistic End of Life Care

Governors university Scenario A brief synopsis of the scenario explored in this paper will be forthcoming so the following observations and detail will have context. The key points in the scenario explored for Mrs.. Thomas, her husband and family are as follows. Mrs.. Thomas is a candidate for palliative care; In specifically hospice If she Is given a prognosis of six months or less. She has suffered breast cancer twice In the past year.A year ago she had a right mastectomy with removal of five auxiliary lymph nodes, with chemotherapy and radiation. Six months ago she had a second mastectomy on her left breast, followed by chemotherapy and radiation. After said treatment it was discovered that the cancer had metastasis's to her lungs and further surgery is not a feasible option. She has not been taking her pain medication as she does not want to procure an addiction problem. Her pain has Increased and she spends most of the time In bed crying.She had to leave her job, but has a small stipend via disability. She and her husband, a police officer, are struggling to make ends meet financially Her husband suffers from chronic depression that is being managed by medication, but he is resorting to take his medication often. He is a supportive and able caregiver however, he Is showing signs of caregiver strain and Job stress. In response Mrs.. Thomas Is worried that he Is becoming classical because of the circumstances of her condition and this In turn Is causing her further suffering. Core family support Is minimal.Mrs.. Thomas' close female relatives are dead from the very disease that is killing her. Because she is sick, she and her husband no longer socialize; she does not seek help from her female friends. Her sons live far away, and call often but they do not come to see her. Mrs.. Thomas is saddened that her sons are not here, but Quality of Life and Health Promotion This nurse believes that quality of life is defined individually for each patient. Each individ ual is unique and how they perceive life and what their life circumstances are define what is needed for end of life care.Quality of life during a time when aggressive treatment is no longer possible needs to be focused on comfort and support of the patient, caregivers and family. This nurse believes comfort (quality of life) includes the right to be free from pain, unless the patient chooses to experience main in trade for mental clarity. It includes the right to not participate in aggressive treatment or in clinical trials if the patient has no wish to do so. Quality of life to this nurse is helping the patient to do the best with the situation in life in which the patient finds themselves.It includes helping the patient with what he or she perceives as unfinished business and helping the patient conclude this business to the extent possible. Holistic end of life care includes care of all aspects of the patient (physical, social and spiritual) and care for those who love the one d ying?the family. The family is whatever blood or non-blood ties this entails; whatever â€Å"shape† of family the patient has at this time. This nurse believes that holistic end of life care encompasses not only physical comfort for the patient but promotion of healthy interactions for the patient with those who love and comfort them.These sensitivities are the goals of this nurse and if applied diligently may provide the best outcomes for the patient in this time of life. Strategies Four holistic nursing goals to begin to improve quality of life for Mrs.. Thomas, her husband and family are the nursing diagnoses: Pain Management, Addressing Anticipatory Grieving and Situational Low Self-Esteem, as well as, Altered Family Processes. First one must establish a rapport with the patient. By providing an open nonjudgmental conversation the nurse can encourage an open and realistic dialogue about what Mrs..Thomas is feeling. By reviewing past life experiences one can get to know th e patient and what interests her and establish trust. This trust is of most importance as all nursing care success depends on creating a team effort with the patient. Family involvement in this time needs to be proactive to help Mrs.. Thomas' mental state and via this her physical functional ability. Nurseries) A beginning conversation with Mrs.. Thomas needs to be about the importance of pain relief. By bringing the patient to an understanding of how this relief of pain will benefit those around her, Mrs..Thomas may be more likely to try the medication for said relief. This may be the initial hook with which one can get her to take said medication. The nurse must determine a comprehensive pain history, including frequency, duration and intensity using a scale dependent upon the patient's perception of pain throughout her life span. Zero pain for no pain; ten for the worst pain ever. This call gives the nurse a baseline from which to assess pain management. Her pain has been increas ing for the last six months and this nurse would designate that as chronic pain, perhaps with acute episodes.Also, the nurse must ask about and continue to monitor when said pain is occurring, as well as where and how much. Morning or when? Identifying precipitating factors of pain will help in its long term management. (Nurseries) Pain is what the patient says it is; we as nurses need to accept that premise. Within the realm of pain lie both physical and emotional response. Because Mrs.. Thomas is no longer seeking aggressive cancer treatment, he â€Å"variations of aggressive treatment† pain control will not be discussed.However, as her disease progresses it is most likely that her pain will increase. Which brings up another point?reluctance of the patient to report pain because of fear that the disease is worse or that the pain is deserved somehow. The nurse must also be aware of unmanageable side effects (like hallucination) which if experienced must be dealt with in a ma tter of fact fashion and by trying another medication regime. To address pain management with Mrs.. Thomas one must address her fear of addiction. By talking with Mrs..Thomas openly and honestly about the need for pain relief, it is hoped that she is lead to the conclusion that pain management and pain medication abuse are two different things. At the end of life, pain medication addiction is not an issue. This idea needs to be gently but openly professed. One could point to the relief of stress for her husband if she is not in pain; as well as the physical benefit (and hence mental benefit) of remaining pain free. If she remains pain free she will be more able to take care of herself and her activities of daily living.She will be able to live in this time instead of living in dread of each day. Once she is taking said pain medication it must be monitored, adjusted and changed as needed for optimal effect and to support the ability to participate in activities of daily living to the fullest as possible. Also discussing non-pharmacological comfort measures like massage and diversionary activities like music is in order. What does Mrs.. Thomas respond to; what does she like? What kinds of non-pharmacological pain intervention has worked for her in the past?Ask questions so that she can verbalize these things to help herself. Being able to relax will help her focus her attention. Encouragement of stress management skills and complimentary therapies (relaxation techniques, biofeedback, LAUGHTER, music, aromatherapy, acupressure, acupuncture and touch are a few) helps the patient to actively participate and enhances a sense of control. Heat and cold may also help by decreasing muscle spasms and inflammation. Pain makes stress, stress makes stiff muscles and increases self-focus which, unfortunately, increases pain.As the nurse interacts with the patient it is important that the patient comes up with ideas about care and becomes a proactive member of their healthcar e team. (Nurseries) Mrs.. Thomas is also suffering, â€Å"Anticipatory Grieving. This is related to loss of her physiological health and change in lifestyle. It is interconnected to the knowledge that she is going to die, for real, and most likely soon. This nursing diagnosis is needed because of her change in social activity level, her reluctance to tell her sons that she needs them?now.It is evidenced by her denial that she does need them and help and support in general from her friends. (Nurseries) Outcomes that are desired include the patient being able to feel her feelings and express them. By doing this she will hopefully come to the place where she is able to take one day t a time and continue her normal activities; even planning for the future. Being able to admit that she is dying, understanding and verbalizing the process is a beginning is done, she must feel supported in her grief work. One must beware of debilitating depression, the like of which is indicated by the sce nario.To address this the nurse must be frank and direct in asking questions about the patient's mind state. (Nurseries) Frequent visiting by the nursing team and care providers, family and social support of friends can help relieve feelings of isolation and abandonment. Her ones need to be contacted with a â€Å"for your information† talk about coming to see their mom (and dad) and possibly who could be of help with caregivers as it is needed. Mr.. Thomas is also a source to find out about who may be able to help with this care this, as well.The nursing diagnosis, â€Å"Situational Low Self-Esteem† is related to how Mrs.. Thomas feels about her disfiguring surgeries and subsequent treatment side effects (aliped, muscle wasting, and more) as well as feelings of self-doubt and lack of control in her life. It is about the doubt about being accepted by others–of still eyeing a human in the world. It is also about her anxiety and fear of her disease process. This is evidenced by her not taking responsibility for self-care (not taking pain medication; crying in bed all day. ) Acceptance of her situation is an outcome that is looked for.She needs to be able to develop mechanisms to cope with her problems and set realistic goals. What coping skills has she used in the past? She needs to be able to participate in her own life by learning to adapt. The nurse can help her through this process by asking proactive questions about how she feels and perceives her world. By getting her to voice where she's at, she will also perhaps start to voice how she can manage. (Nurseries) This diagnosis ties in with the aforementioned, â€Å"Anticipatory Grieving† diagnosis. By defining diagnosis and disease process beginning problem solving can occur.By anticipating what can happen, some measure of control can be taken. By working with Mrs.. Thomas and planning how daily activities can be managed, adaptation can occur. (Nurseries) Discussion about her roles in life, as a worker, spouse, and mother and problem solving about how to accomplish her goals for these roles may help reduce problems that interfere tit her self-esteem. It may help her to see how she can cluster activities at home to conserve energy but be productive. It may help her to be more able to reach out to those who love her for inclusion and support.The nurse must acknowledge troubles she is experiencing and validate the patient's reality; this opens the door to the patient being able to seek measures that are necessary to cope, like counseling, and support groups. The nurse should readily be able to supply information about said resources so as to facilitate the patient in procuring more support. If Mrs.. Thomas is n hospice the social worker of the interdisciplinary team can help facilitate and direct this work; but the nurse must always continue it during her visits. Holistic Nursing Plan Amongst personal revelation the nurse must explore who may be able to help Mrs ..Thomas with her activities of daily living. Her husband is doing the Job, but he is suffering from care giver strain and could use some help. It may be that the people she has cut herself off from socially miss her and would love the chance to be able to help in some way. Caregivers avenues and their affordability need to be explored before they are needed. These interactions; providing pain control, helping with grief and esteem issues, and helping the patient to discover what will work best to live disease state progresses, but before it is needed, preparation for a lesser level of self-care must be addressed.Medicare provides a â€Å"compassionate allowance† for hospice care for those of any age with a metastasis cancer with a prognosis of six months or less. She needs to apply for this care in the beginning of the nursing visits if she qualifies. To receive hospice care via Medicare she must be eligible for Medicare Part â€Å"A†, be certified as terminally ill a nd then apply for hospice care. This care would be in her home. By signing an election of benefits Mrs.. Thomas would be choosing hospice care in lieu of routine Medicare-covered benefits.Hospice would pay for pain medications and those required by her terminal diagnosis, as well as services included in the palliative plan of care. Often the hospice doctor confers with the patient's primary doctor and others on the hospice interdisciplinary team are included. (â€Å"Your Medicare benefits,† 2014) Hospice of Kits County provides an interdisciplinary team consisting of the doctor, the patient's primary provider and nurse practitioners, sitting nursing care, a medical social worker, a chaplain, a home health aide. Also provided are complementary services, which include massage and music therapies.Volunteers are also enlisted to help with such things as grocery shopping and the like or simply for company. These persons come to the patient's home for service. Hospice care differs with regional coverage. Durable medical equipment is also covered, so if Mrs.. Thomas is in need of a hospital bed, oxygen, bedside commode, wheel chair and so on, it will be provided at no cost to her family via Medicare coverage. Grief and loss counseling is also provided. â€Å"Hospice of kits,† ) Providers for home care must be explored as Mrs.. Thomas declines.Often the expense precludes coverage of duties in this way. Exploration of service providers and means of payment need to be explored as a way to cover Mrs.. Thomas' needs as she declines. Medicare covers the cost of a short term inpatient care in a Medicare approved hospice facility, or nursing home if the caregiver is suffering from caregiver strain (for up to five days) or if it is determined by the hospice physician that symptoms must be managed in an inpatient setting. Because Mrs.. Thomas has no Eng term care health insurance this care could be instrumental in providing for her final days. â€Å"Your Medicar e benefits,† 2014) The fourth nursing diagnosis, â€Å"Altered Family Processes† must be addressed for the holistic health of Mrs.. Thomas. This holistic care includes her husband as well as Mrs.. Thomas' sons and families. Situational crises can develop when a family member has a long term illness. There is a change in roles in caring for a parent and an anticipated loss of said parent. (Nurseries) Those involved need to learn to express feelings freely and demonstrate individual involvement. This individual involvement must include a problem solving process that promotes suitable solutions for the situation.Mrs.. Thomas' sons need to be contacted and requested to attend a family conference. If they are unable (because of finances or schedule) to attend then this could be accomplished via phone. They must understand the need of their mother to see them in person and will hopefully comply. The reality of the situation must be broached to them in a caring way. It may be that the Thomas' or Mrs.. Thomas can go and stay with them for more available for care and support of their mother. Speaking with family members in a caring, respectful manner and providing information both written and spoken helps promote feelings of empathy.It stimulates individual feelings of value and capability in ability to handle the present situation. In answering questions and providing information one can empower Mrs.. Thomas' loved ones. Identifying patterns of communication and interaction between family members is an important nursing intervention. It provides information about how active said communication is. It can also identify what problems may exist that interfere with the family in helping the patient and what problems there are in adjusting to the prognosis.Role expectations must be explored and how each individual sees the situation, in sharing these thoughts the family can promote understanding within its unit. Assessing the way members are expending their ene rgy with which to deal with the situation is needed so as to provide guidance in positive focus for the well-being of patient. Acknowledging the difficulty of the prognosis, as well as, encouraging appropriate expressions of anger helps resolution in the stages of grieving. The nurse must remain centered.Stressing the importance f continuing dialogue that is open and honest between the family members helps communication to remain open and thus facilitates problem resolution. Mr.. Thomas must be educated by the community health nurse as with regards to how anti- depressants need to maintain a certain blood level to be effective. If he is not taking them regularly this will not happen. To help achieve this goal, a pill box with days on it can be set up; perhaps an alarm set to the same time each day enlisted, so that he can remember to take his medication and thus be better able to function at this time.To provide holistic nursing care to Mrs.. Thomas her needs as a person must be add ressed. Physical, social and spiritual realms must be explored. Plans of action to provide for her physical care and the demise of her abilities must be explored; help must be sought out from the aforementioned sources. Method must be applied via nursing diagnosis and indications of said diagnosis. Desired outcomes must be planned, as well as nursing interventions to work toward these outcomes. Mrs.. Thomas must be approached with honesty and treated as a human being, with a life, in her time of need.